Abstract
There is currently a lack of research exploring strategies to inspire and motivate students. As a result, the current study explored the perceptions of academic staff regarding what being inspirational meant, its sources, and the implications for the student. Eighteen academic staff were interviewed in this study (Age M=41.7; years in HE M=9.2) The data were thematically analysed using interpretative phenomenological analysis. Seven super-ordinate themes emerged: inspiration, influencing factors, outcomes, motivating students, staff development, reducing factors, and responsibility for learning. Results suggest that inspiration is multifaceted and not simply dependent on the charisma/personality of the presenter.
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